Pedagogical design Cultural form innovation processes in the field of education
Historical and cultural sources of pedagogical design In the early stages of the development of society, design is woven into people's life activities: each action is performed on the basis of a project (prototype) that precedes it. Engineering design is the preliminary development of ideas, options for a new object, design and modeling of its parts and connections prior to their direct manufacture. Social design - creating new forms of social life (T. More, T. Campanella, R. Owen)
Development of project ideas in Dalton-plan pedagogy - drawing up a personal curriculum and individual organization educational material for each student (E. Parkhurst) The project method is a pedagogical idea, technology and form of educational work aimed at developing the child’s abilities to solve his pressing life problems “here and now”. J. Dewey - learning should be based on the personal experience of students and focused on their interests and needs, the main way of learning becomes the study of the surrounding life in the project form V.H. Kilpatrick - learning through the organization of “target acts” that allowed students to navigate specific situations S.T. Shatsky - an approach to teaching, according to which the student in his work must proceed from the fact and its perception, observation and experiment are an obligatory part of the learning process 70s. XX century the design component is formalized in the structure of pedagogical activity. In this case, the object of design becomes ideal means: content, methods and forms of pedagogical activity
Design Concept Implementation Reflection Reflection Conceptualization Programming Planning Plan Program Concept Problematization Cooperation Organization Collaboration Community Team
The relationship between the concepts of “design”, “forecasting”, “construction”, “modeling” Forecasting is a special study of the prospects of a phenomenon. How “judgment of prospects” allows for uncertainty of outcome. Design is carried out to obtain a result directly used in practice. Design – development of the structure of an object or system. Together with design, it compiles successive stages of bringing the concept closer to its substantive implementation. During the design process, the elements of the designed object are developed; during design, a system of interconnections between these elements is created. Modeling is a method of studying objects of various natures using their analogues (material or ideal models). It is part of design, since the range of design procedures includes the creation of models of future objects, processes and phenomena
DESIGN CULTURE The project-target approach ensures the organization of design in accordance with a given goal (organization of resources for the goal). The design-modular approach is aimed at designing with variable use of specially created functional modules that act as structural components an integral system that ensures the implementation of certain activities. The project-program approach is focused on the implementation of a set of projects within the framework of a single program.
Pedagogical essence of design The social nature of design activity is cooperation, pooling of resources and efforts during design. Design is a special type of scientific and prognostic vision of reality, which is aimed at changing it in accordance with the requirements of the development of practice. Autodidacticism of project activity as its ability, in parallel with the immediate result (creation of a project), to ensure the assimilation of new knowledge, the formation of new ideas, the emergence of new meanings, and the dynamics of values. The mosaic nature of design means the folding of design activities from actions that are elements of other types of activities (diagnostic, prognostic, evaluative, etc.)
Types of pedagogical design Project A.S. Makarenko Project “School socio-cultural center of the village” Project “School of social partnership”
Types of pedagogical design Program elective course Project method
Types of pedagogical design Modernization concept Russian education Project of the State program “Development of child upbringing in Russian Federation until 2010"
Types of design in education Social and pedagogical design Psychological and pedagogical design Changing social conditions by pedagogical means Transforming the goals of teaching and upbringing Creating and modifying methods of teaching and upbringing Solution social problems pedagogical means Creation of forms of organization of pedagogical activities Transformation of the system pedagogical communication Educational design Formation of the content of education at all levels Design of the quality of education Creation of educational institutions
Levels of design Conceptual Content Technological Process Concept, model, image of the final result Regulations (on structure, competition, organization, etc.), programs (educational, research, development) Organizational charts, curriculum, methods Didactic tools, methodological recommendations, lesson development, event scenarios, schedules educational process Types of design products
Principles of project activity The principle of predictability The principle of step-by-step The principle of rationing The principle of feedback The principle of productivity The principle of cultural analogy The principle of self-development
Requirements for organizing project activities Requirement of contextuality - correlation of the subject of design with a specific context Taking into account the diversity of needs of all parties interested in education: individuals, society, state Requirement of activity of design participants Requirement of realism - providing guarantees of the achievability of project goals. The requirement of controllability is the need for temporary regulation of actions, substantive and technological certainty of the procedures performed.
Features of the subject of design The total subject of design is a community of people united by a common goal and common system values, for the implementation of collective activities based on the manifestation of each participant’s own initiative, which means the need for his personal contribution to the development of the conceptual idea of the project; in developing criteria for project effectiveness; in the distribution of project resources; in receiving feedback; in the presentation of the results of project activities.
Levels and types of relationships in the design group Information level - meaningful exchange of all types of information obtained during project activities Practical level - joint substantive activity Emotional level - individual and joint impressions, experiences acquired during the work on the project Ethical level - rules and conventional norms interactions Subordinate cooperation - the project manager proposes the topic and acts as the main expert Peer cooperation - constant cooperation and partnership between the direct implementers of the project Network relationships - built on the principle of horizontal connections, at the intersection of which (at network nodes) are project coordinators and leaders
Design object This is the environment or process in the context of which changes occur. educational systems of different scales and their individual components pedagogical processes of all types and their individual components content of education at all levels of formation educational and information-communicative space social and pedagogical environment all types of pedagogical activities system of pedagogical relations pedagogical situations quality of pedagogical processes
Subject of design The intended product, the creation of which the project activity is devoted to Educational system: Educational programs Educational standards Types of educational institutions Methodological centers Pedagogical process: Goals Content Technology Content of education: Concept Curriculum Curriculum Didactic materials
Logic of organizing project activities Starting stage: diagnosis of the socio-educational situation, problematization, conceptualization, goal setting, value-semantic self-determination, programming and planning the progress of the project Project implementation stage: step-by-step implementation of planned project actions, correction of the progress of the project and the actions of its participants, presentation of the final results work Reflective stage: external examination of the project, reflection on the project concept, its results and results. Post-project stage: testing, dissemination of results and products of project activities, selection of options for continuing the project
Starting stage Diagnosis of the situation Problematization Goal setting Conceptualization Project formatting Preliminary socialization of the project (procedure for public presentation of the project and expert assessment of the prerequisites for its success)
Diagnosis of the situation (pre-project research) What exactly are you not happy with in the world around you (natural, social environment, people, yourself)? What resources and capabilities are available to make the desired changes? What might be the consequences of interfering with the status quo? Quantitative and qualitative assessment Identification of pain points and growth points Confirmation of the social necessity of the project Determination of the logical framework of the project Construction of a system of arguments to attract project partners
Problematization Value self-determination in the problem field of the project Includes actions to identify problems, their formulation, systematization and hierarchization. Correct formulation of the problem means clearly identifying the gap between the desired and the actual as unknown, still hidden, requiring a joint search.
Conceptualization Forecasting possible risks, e.g. those external influences and counteractions that may inevitably arise during the implementation of the project Categorical analysis - development single language communication, agreement on values, defining the boundaries and content of the categorical field that is relevant (accessible) for project participants Specification of the goal Development of a strategy for project activities that determines the general direction and nature of achieving goals: ascending strategy - from the vision of a holistic image to the elaboration of its constructive details and descending - connection , linking together disparate components
Concept of the project Motivational, value-semantic, target and strategic platform for all subsequent actions description and value-semantic assessment of the problem field of the project value bases of the project activity goals of the project with a description of the final result set of theoretical provisions on the basis of which the project plan was formed approaches, strategy, principles design
Programming Project programming is the creation of a program, which is a set of necessary activities and actions to achieve the plan. The program is special kind project, performing a design function, when the priority becomes the construction of specific actions aimed at achieving the intended appearance of the subject of design Educational program Curriculum Program of activities (teacher, team, institution, etc.) Program of development of the team (institution, etc.) Programs of activities in areas (program research activities, OER program, etc.)
Planning Planning is associated with the development of a plan for achieving set goals and is of a strategic nature, consisting in highlighting the stages of achieving a goal through identifying intermediate products on the way to the final result. A plan is a document that provides meaningful guidelines for activities, defining its order, volume, and time boundaries. Structural and content plan - a short list of content reflecting its volume, thematic blocks and the order of implementation of the content Strategic plan - the formulation of long-term priorities related to design and contributing to targeted changes in reality Organizational plan - definition a pre-planned scope of content and a system of actions for its implementation, providing for the order and timing of the work. It answers the questions: what does it do?, who does it?, with whom in connection?, when?, where?, in what sequence?
Stage of project implementation Each project step is determined by the logic of creating or transforming the subject of design and is always correlated with a specific task for which one of the participants is responsible according to a previously outlined program (plan). A feedback system must be established and maintained throughout the project. An objective interim assessment of the results obtained and the availability of approximate criteria and indicators of the success of each project step should be organized in order to correct the progress of the project on this basis. At the final step of the project implementation stage, a synthesis of local results obtained by different subjects within the project and their bringing together should be organized.
Reflective stage Reflection is an analysis of one’s own consciousness and activity, understanding the meaning of interpersonal communication while working on a project. Reflection at the end of the project is an appeal of the participants to themselves and each other in a new capacity, from the height of the acquired experience of joint activity. The course of the project and the system of relationships that have developed within it are subject to reflection. The final examination and evaluation of the project make it possible to determine the compliance of the resulting product with the original plan; make a decision on local application of design materials or their replication for the purpose of active implementation in practice
Post-project stage Transition to a new project Integration with other projects Start of work of a new organization that arose as a result of the project. Change of status of the subject of project activity. Changing the address of the project (transferring the experience gained to other categories of students or specialists). Distribution of the project to other levels (federal, international).
Criteria for assessing the results of project activities Completeness of implementation of the project plan Compliance with the design context Compliance with the cultural analogue Degree of novelty Formation of social partnership Social and practical significance Humanitarianism Aesthetics Satisfaction with participation in the project Degree of mastery of design procedures Synergy effect
Possible risks of project activity Violation of the integrity of the structure of project activity Selection of an inappropriate object for the application of design efforts that does not need transformation or is not internally ready for changes to occur Inconsistency of the nature of design as a specific form of joint activity of children and adults with the stated pedagogical goals. The desire to plan work for an existing resource, rather than searching for (creating) additional or new resources for the required program. Poor knowledge of cultural analogues of the designed object. Lack of understanding of the true context of the upcoming changes, utopianism of the project. Opportunity negative influence consequences of pedagogical design on the object of transformation, the environment. Psychological unpreparedness of subjects of project activities for any fundamental changes
Structure of the pedagogical project Analysis of the initial situation Problem that the project must solve Goal of the project Design object Conceptual idea of the project 6. Stages of project implementation Program activities 7. Expected results 8. Evaluation criteria 9. Possible risks and ways to overcome them 10. Resource base of the project 11. Required project support (partners)
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Pedagogical design Author: teacher of Russian language and literature, Municipal Educational Institution Gashun Secondary School No. 4 Nechaeva L.V. Municipal educational institution Gashunskaya secondary secondary school No. 4 Baykov village 2010Slide 2
Activation of independent cognitive activity students in problem-based learning Project topic
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A problem is always an obstacle. Overcoming obstacles is movement, a constant companion of development; By solving problems, a person overcomes difficulties. Problem lessons are relevant. Relevant means important, essential for the present time. Relevant is both completely new and not losing touch with the past. And also - effective, modern, directly related to the interests of people living today, urgent, existing, manifested in reality. If the lesson is relevant, then it certainly lays the foundation for the future.
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Analysis and literature Research in the field of problem-based learning began in the 60s of the last century and is currently underway. The most active researchers in the field of problem-based learning are: S.L. Rubinstein D.N. Bogoyavlensky N.A. Menchinskaya, A.M. Matyushkin, M.A. Danilov, M.N. Skatkin. T.V. Kudryavtsev, D.V. Vilkeev, Yu.K. Babansky, M.I. Makhmutov I.Ya. Lerner.
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traditional problem-based teaching Pedagogical contradictions 1. The material is given ready-made, the teacher pays attention primarily to the program. 1. Students receive new information while solving theoretical and practical problems 2 . In oral presentation or through a textbook, problems, obstacles and difficulties arise, caused by the student’s temporary exclusion from the didactic process. In the process of solving the problem, the student overcomes all difficulties, his activity and independence reaches a high level here... 3. The pace of information transfer is aimed at stronger students . 3. The pace of information transfer depends on the student or group of average or weak students 4. Monitoring school achievements is only partially related to the learning process; it is not an organic part of it 4. Increased activity of students contributes to the development of positive motives and reduces the need for formal verification of results. 5. There is no possibility of ensuring 100% results for all students; The greatest difficulty is the application of informatization in practice. 5. Teaching results are relatively high and stable. Students more easily apply acquired knowledge to new situations and at the same time develop their skills and creativity
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Without a problematic component of a lesson, there is no student-centered education. “The bulk of knowledge and skills are transferred to students in a non-problematic way. But the student must learn to apply the acquired knowledge and skills creatively, and their application is therefore inevitably problematic” I.Ya. Lerner
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Formation of cognitive interest among students during problem-based learning Problem
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Problematic barriers to overcome: lack of criticality; self-confidence; irritability; incompatibility with your desk neighbor; shyness; poor health; uncertainty; coarseness; laziness.
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Goal: formation of an active creative personality of a student who can see, pose and solve educational and life problems.
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Objectives To study and analyze the psychological, pedagogical and methodological literature on the research topic. Identify the contradictions between traditional and problem-based learning. Consider different approaches in modern pedagogy to problem-based learning. Reveal the essence of problem-based learning. Outline the conditions for the success of problem-based learning. Determine methods and forms of conducting problem-based lessons. Develop lessons with elements of problem-based learning and compile a selection of problem-based tasks that contribute to the intellectual development of schoolchildren. Organize research work.
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Conditions for success: creating conditions for successful educational activities (experience of success and confidence in one’s abilities); creation of cognitive difficulties corresponding to intellectual abilities students; providing students with a body of knowledge; developing problem solving skills;
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Forms and methods of work Group (groups of permanent and variable composition); microgroup; work in pairs; individual; collective. *problematic presentation of knowledge; *presentation of knowledge with a problematic beginning; *partially search; *research
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Main types of problem lesson Lesson-discussion Lesson-problem lecture Lesson-seminar Lesson-research Version lesson Heuristic conversation
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Methods of teaching in a problem lesson “communicative attack”; reference diagrams; brainstorming; brainstorming; "fan attack"; “openwork saw” and others.
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Form your own opinion, express it, be able to argue; Learn to hear and listen to another person, respect the opinion of the interlocutor; Enrich your social experience by including and experiencing certain situations; Productively assimilate educational material, work actively and creatively, show your individuality; Analyze facts and information; Take a creative approach to educational material.
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Expected results Students will acquire the ability to: * independently organize their learning activities (independently obtain and apply knowledge); Evaluate the results of your activities; Determine the causes of difficulties encountered and ways to eliminate them; Become aware of your areas of interest and correlate them with your educational achievements and personality traits. Students develop: * General culture and erudition; *Willingness to live and act in changing life situations; *Business, responsibility.
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Problem-based learning is training that ensures complete and high-quality knowledge acquisition Modern research show that in classes where problematic lessons, the quality of knowledge is 15-18% higher than in traditional training.
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Project participants teacher student Dynamics of level of development: did not know how - learned; I didn’t know - I found out; did not have - acquired; I gave my word and I did it. Inclusion in new activities; Self-improvement; Satisfaction in creating an educational and developing environment *The teacher does not educate, does not give ready-made knowledge, but actualizes; *extracts knowledge from the student’s consciousness; *encourages research activity; *creates conditions for student improvement
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Timing and stages of implementation 1. Initial stage - November 2008 development of the project assignment: (definition of the problem, formulation of a hypothesis about the results and ways to achieve, determination of the project goal and stage-by-stage tasks) - 2. Stage of development of the work plan December 2008 determination of the timing of the project, selection of means and methods of implementation, choice of form of work) 3. Project implementation January 2009-December 2010 collection, analysis and synthesis of information from various sources, conducting research, preparing graphic material, video material, designing materials for presentations, monitoring and correcting intermediate results. Completion of the project January 2011 (presentation, project examination, reflection: discussion of the process and results of the work)
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If a student at school did not learn to create anything himself, then in life he will always only imitate, copy, since there are few who, having learned to copy, would be able to create an independent application of this information. L.N. Tolstoy
Design stages: Design stages: 3. Core of the project (model, conceptual apparatus, resources: analytical, intellectual, information and communication, advertising, personnel, scientific and methodological, material and technical, financial and economic, etc.); 4. Related means (participants; assistants, deadlines, phasing, management, evaluation criteria);
Expected results: ways of presenting results (a specific product, acquired qualities, exhibition, video, etc.), p 5. Implementation process: selection of methods (theoretical analysis of sources, study and generalization of teaching experience, observation, conversation, questioning, testing, comparative historical method, theoretical modeling method, “brainstorming”, “synectics”, pedagogical experiment, etc.), means, contents, project implementation plan); 6. Expected results: ways of presenting results (specific product, acquired qualities, exhibition, video, etc.), reflection, project evaluation criteria; Design stages:
1. Research work provides a hypothesis and its proof in the work. Project work can only put forward a hypothesis, but the proof will be in another reporting work. 2. Experimental or pilot work provides a description of the experiment and a scientific report on its implementation: 3. An abstract is an expression of one’s own assessment, position in relation to any researched source (work). The difference between a project and a research, pilot, experimental, abstract, etc. forms pedagogical works:
Priority direction- pedagogy of facilitation (cooperation, human effectiveness in interaction): Priority direction - pedagogy of facilitation (cooperation, human effectiveness in interaction): 1. · The main emphasis is on the organization of active activities; 2. The teacher does not just convey educational information, but acts as a teacher-manager and training director, ready to offer the minimum required set of teaching tools; 3. Priority attention is paid to organizing student independence; 4. The learner acts as a subject of activity 5. Assertive behavior - taking responsibility for one’s own behavior, demonstrating self-respect and respect for others
Project structure Introductory part or explanatory note 1. Introductory part or explanatory note (relevance, brief description problems, the need for an introduced innovation, analysis of existing funds and resources for the implementation of the project, history of the issue, regulatory framework, etc.); Main part: basic concepts, 2. Main part: basic concepts, goals, objectives, areas of activity, description of the innovation model (through functions, content and other components), mechanisms for project implementation, resource support for the creation and implementation of the project, implementation plan, deadlines and phasing; Final part: 3. Final part: expected results, forms and methods for tracking results, literature used, attached documents and provisions for illustrating any project materials, (reviews)
Sample Topics projects: 1. Protection and promotion of health of students and teachers in…. 2. Psychological and pedagogical diagnosis personal qualities students (class, group, etc.).. 3. Individual educational route student Computerization of pedagogical monitoring Development of independence of students through Development of universal abilities of students within the framework....
Sample project topics: 7. Formation of a comfortable educational (educational) environment in the classroom, children's association (in a lesson, lesson) Development of students' creative abilities in the process of teaching a subject, course Distance learning Integrative lessons (lessons): mechanisms, features, problems Working with gifted children in the classroom (within a subject, course)... support for children with special educational needs
Sample project topics: 12. Introduction of technology (developmental education, competency-based education, design and research skills, health-saving educational environment, “clusters”, case method, specialized training, multicultural education, etc.) in educational process.... subject .... age of students for ... 13. Creation of a system: - preschool (preschool) education; - civic-patriotic education; - environmental education, etc. 14. Use of a cumulative assessment system (achievements) of students (portfolio)
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Slide captions:
Understanding Instructional Design
Types of pedagogical design Social-pedagogical design Psychological-pedagogical design Educational design Changing social conditions by pedagogical means Transforming the goals of teaching and upbringing Formation of state and social requirements for education Solving social problems by pedagogical means Creating and modifying methods of teaching and upbringing Designing the quality of education Creating forms of organizing pedagogical activities Creation of educational institutions Transformation of the system of pedagogical communication Creation of educational standards
Correlation of levels and products of pedagogical design Conceptual → Concept, model, project of the result Content → Statement (about scientific or educational institution), programs (educational, research, development), State standards Technological → Job descriptions, organizational management charts, curricula, technologies, methods Procedural → Action algorithms, didactic tools, software products, schedules of the educational process, methodological recommendations, development of educational topics, holiday scenarios
Principles of project activity 1) The principle of predictability 2) The principle of step-by-step 3) The principle of norming 4) The principle of feedback 5) The principle of productivity 6) The principle of cultural analogy 7) The principle of self-development
Objects of pedagogical design 1) educational systems of different scales and their individual components; 2) pedagogical processes of all types and their individual components; 3) the content of education at all levels of its formation; 4) educational and information and communication space; 5) social and pedagogical environment; 6) system of pedagogical relations; 7) all types of teaching activities; 8) personal and interpersonal structures; 9) professional position; 10) pedagogical (educational) situations; 11) quality of pedagogical objects (processes).
Design stages - Kindly, which direction should I go? - asked Alice. “In the way you know,” answered the Cat. - I don’t know it. So, in the unknown. In any case, it is known that in known time you will end up here or there... L. Carroll
Design stages Pre-design stage (preliminary, or starting). Project implementation stage. Reflective stage. Post-project stage.
Classification of projects · by objects: natural, technical (scientific and technical), social; · by subjects: group, collective, network; · by purpose: production, educational, research; · by area of coverage: international, federal, regional, local; · in the areas in which they are carried out: socio-pedagogical, telecommunications; · by subject area: historical, environmental; · by timing: long-term, medium-term, short-term; · according to the degree of novelty: rationalization, inventive, heuristic, innovative.
Educational project For the teacher For students 1. Introduction of students to project activities. 2. Determination and approval of project topics. 3. Drawing up a schedule for working on the project. 4. Selection and analysis of literary sources. 5. Analysis and control of the project implementation process (consultations). 6. Control over the design of the project. 7. Organizing and conducting pre-defense of the project. 8. Control over the finalization of the project. 9. Project protection. 10. Summing up the project. 1. Obtaining information about the project. 2. Selecting a project topic. 3. Drawing up an individual work schedule. 4. Discussion of the progress of the project. 5. Design of the project. 6. Pre-defense in the group. 7. Finalization of the project. 8. Project protection.
Leisure projects 1) Relevance 2) Integrity 3) Predictiveness 4) Realism 5) Originality
Projects in the professional training system · preliminary research in a given field of activity, science or practice; · drawing up design assignments; · creating a sketch (approximate, at the level general idea) project; · creation of design estimates and technical documentation; · organizing and supporting the design process itself.
Social-pedagogical project Social-pedagogical design is understood as the ability to transform social processes, phenomena, conditions with the help of pedagogical means. Each social and pedagogical project has its own social mission (purpose). It is born on the basis of social forecasting and foresight, focused on changing the surrounding social environment (social conditions) and requiring self-determination of project participants regarding the quality of this environment.
Used literature Pedagogical design: textbook. allowance for higher education textbook institutions / Ed. I.A. Kolesnikova. - M: Publishing center "Academy", 2005. - 288 p. Zagvyazinsky, V.I. Learning theory: Modern interpretation: textbook. aid for students higher ped. textbook institutions / V.I. Zagvyazinsky. – M.: Publishing Center “Academy”, 2004. – 192 p. Pedagogical technologies: issues of theory and practice of implementation: a reference book / Ed. I.A. Stetsenko. – Rostov n/d: Phoenix, 2014. – 253 p. Yamburg, E.A. What will a new teacher bring? professional standard teacher? / E.A. Yamburg. – M.: Education, 2014. – 175 p.
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- Pedagogical design is the preliminary development of the main details of the upcoming activities of students and teachers.
- Pedagogical design is a function of any teacher, no less significant than organizational, gnostic (search for content, methods and means of interaction with students) or communicative.
- Pedagogical technology is a consistent and continuous movement of interconnected components, stages, states of the pedagogical process and the actions of its participants. Soviet teacher A.S. Makarenko viewed the educational process as a specially organized “pedagogical production.” He was opposed to the spontaneity of the educational process and put forward the idea of developing “pedagogical techniques.”
- Developing “Soviet educational technology”, A.S. Makarenko in practice improved the “technique of discipline”, “technique of conversation between teacher and student”, “technique of self-government”, “technique of punishment”. The thoughtfulness of actions and their consistency were aimed at developing the best in a person, the formation of a strong, rich nature.
- In 1989, the first independent work on pedagogical design by the famous teacher V.P. appeared. Bespalko, who laid the foundation for this important branch of pedagogy.
- Pedagogical design consists of creating hypothetical options for upcoming activities and predicting their results.
- pedagogical systems
- pedagogical process
- pedagogical situations
- The pedagogical process is the combination into a single whole of those components (factors) that contribute to the development of students and teachers in their direct interaction.
- The pedagogical situation is an integral part of the educational process, characterizing its state at a certain time and in a certain space.
- Situations are always specific, they are created or arise during the course of a lesson, exam, excursion and, as a rule, are resolved immediately. The design of pedagogical situations is included in the design of the process itself.
- The structure of pedagogical situations is outwardly simple. It includes two subjects of activity (teacher and student) and methods of their interaction. But this simplicity is deceptive. The interaction of participants in pedagogical situations is structured as the realization of their complex inner world, their upbringing and training.
- Stage I - modeling
- Stage II - design
- Stage III - design
- Pedagogical modeling (creating a model) is the development of goals (general ideas) for creating pedagogical systems, processes or situations and the main ways to achieve them.
- Pedagogical design (creation of a project) - further development of the created model and bringing it to the level of practical use.
- Pedagogical design (creation of a construct) is a further detailing of the created project, bringing it closer to use in specific conditions by real participants in educational relations.
- Rules of principle
- Pedagogical design
- Subordinate pro-
- designed sub-
- systems, process
- sy, situations are real-
- ny needs,
- interests and interests
- their capabilities
- pupils
- Don't impose
- students completed
- development of their projects,
- constructs, know how
- retreat, replace
- them by others
- Tough and detailed
- don't design
- leave it possible
- ity for improv-
- visas and yourself
- Didactic creativity is an activity in the field of teaching based on invention in various ways selection and structuring of educational material, methods of its transmission and assimilation by students.
- Didactic creativity is the most widespread and accessible for teachers and students. There are a great many variations here: combining student actions, using mutual transitions, additions, and invented new techniques. The use of background music, assessment of knowledge by parents, self-esteem, color music, slot machines, reference devices for educational purposes is didactic creativity. Experience shows that it is limitless.
- Technological creativity is an activity in the field educational technology and design, when the search and creation of new subsystems, pedagogical processes and educational pedagogical situations are carried out, contributing to increasing the effectiveness of student education.
- This is the most difficult type of pedagogical creativity. It covers the entire activity of the teacher and students. This type of creativity includes the creation of an integrative lesson, a brigade form of industrial training for students, lyceums, colleges, educational information technologies, etc.
- Organizational creativity is creativity in the field of management and organizational activities to create new ways of planning, control, alignment of forces, mobilization of resources, communication with the environment, interaction between students and teachers, etc.
- Organizational creativity ensures the scientific organization of labor (SLO), rational use all factors that contribute to achieving the goal in a more economical way. As you can see, the teacher has room to show creativity.
- Preparatory work
- Project development
- Project quality check
- 1. Analysis of the project object
- 2. Selecting a design form
- 3. Theoretical support
- 4. Methodological support
- 5. Spatio-temporal support
- 6. Logistics support
- 7. Legal support
- 8. Selection of system-forming factor
- 9. Establishing connections and dependencies
- components
- 10. Writing a document
- 11. Thought experimentation of the application of the project
- 12. Expert assessment project
- 13. Project adjustment
- 14. Deciding on using the project
- These are documents that describe, with varying degrees of accuracy, the creation and operation of pedagogical systems, processes or situations.
- Each object and design stage has its own forms (table), their number, and even they themselves can change.
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- The level of pedagogical design depends on the level of technological competence and is determined based on the following main criteria:
- 1) expediency (in direction);
- 2) creativity (according to the content of the activity);
- 3) technological effectiveness (according to the level of pedagogical technology);
- 4) optimality (by choosing effective means);
- 5) productivity (by result);
- The higher the teacher’s technological level, the higher the level of his pedagogical design.
